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Mathematical Relationships Seminar Series

Mathematical Relationships Seminar Series . Our Journeys Cathy Patricia Smith George. London. Students read messages into the results of assessment; they can accept, reject or extend the structures made available to them Dylan Wiliam (Socio-cultural)

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Mathematical Relationships Seminar Series

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  1. Mathematical Relationships Seminar Series Our Journeys Cathy Patricia Smith George

  2. London • Students read messages into the results of assessment; they can accept, reject or extend the structures made available to them Dylan Wiliam (Socio-cultural) • Different ways of teaching allow different positions for (different) students. How do we change the discourse of ‘maths is hard’ to something more positive? Candia Morgan & Heather Mendick (Discourse) • Mathematics as ‘the enemy’ or mathematics as a defence Yvette Solomon & Laura Black (Psychoanalytic)

  3. Manchester • What and how are cultural models produced in existing pedagogies, through social talk and/or maths talk? Julian Williams & Pauline Davis (Socio-cultural) • The everyday is powerful in mathematics discourse; mathematics discourse is powerful in everyday life Steve Lerman (Discourse) • Eroticism in mathematics; staying with the frisson Tamara Bibby (Psychoanalytic)

  4. Edinburgh • Mathematics textbooks tend to promote certain identities but so do the tasks and the teacher’s mediation Birgit Pepin (Socio-cultural) • ‘Suspend your belief in the innocence of words and the transparency of language as a window on an objectively graspable reality’ (Maclure , 2003, p12) then you can ask: For whom, mathematics? Macintyre, Griffiths & Hamilton (Discursive) • Connotations with death, absolutes and binaries offer mathematical identities an internal ‘moral’ logic Jenny Shaw (Psychoanalytic)

  5. Cardiff • Students were given ‘many more ways to be successful, so more students were successful’ Jo Boaler (Socio-cultural) • Structure, agency, and what looks like their interaction, are all assemblages of discourse Valerie Walkerdine (Discursive) • ‘finding spaces to dance where none can be seen’ Hilary Povey & Mark Boylan (Psychoanalytic)

  6. Sheffield • Tension as a source of learning Barbara Jaworski (Socio-cultural) • Words enable as well as limit/constrain their associated identities Tansy Hardy (Discursive)) • Are the stories we tell in coming to understandings of ourselves in mathematics gendered more than classed or ethnicised? Pat Drake (Psychoanalytic)

  7. We meet at last … at Lord’s

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